Class: Primary 1
Term: 1st Term
Week: 10
Age: 6 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Mathematics
Previous Lesson: Subtraction of Whole Numbers Lesser Than 100 Without.
Topic: Fraction
Subject Matter: Introduction to the concept of fraction as part of a whole. Identification of half (1/2) Identification of quarter (1/4) Colouring parts of a whole.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define a fraction as a part of a whole.
Identify one-half (1/2) and one-quarter (1/4) of a whole object.
Give examples of objects that can be divided into halves and quarters.

Affective Domain:

Appreciate the importance of sharing things equally.
Show interest in learning about fractions.

Psychomotor Domain:

Divide real objects into two and four equal parts.
Colour 1/2 and 1/4 of given shapes accurately.

Participate in group activities involving sharing and dividing objects.
Suggest reasons for sharing things into equal parts.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Primary 1
State Unified Scheme of Work
Primary Mathematics Textbook for Basic 1

Instructional Materials

The teacher will teach this lesson with the aid of:

Charts showing various fractions (1/2, 1/4)
Cardboard cut-outs of circles, squares, and rectangles
Real objects like oranges, apples, or cakes
Crayons or coloured pencils

Rationale for the Lesson

This lesson helps pupils understand that fractions are parts of a whole, which is an important concept for daily life. It enables them to apply the idea of equal sharing to practical situations and builds a foundation for more complex mathematical concepts.

Prerequisite/Previous Knowledge

Pupils can count numbers up to 10 and have a basic understanding of sharing objects among friends.

Lesson Content/Board Summary

FRACTION

What is a Fraction?

A fraction is a part of a whole. It shows how many parts of a whole object we have when it is divided into equal portions.

Half (1/2)

When a whole object is divided into two equal parts, each part is called a half. We write a half as 1/2.

Example: If you cut an apple into two equal parts, each part is 1/2 of the apple.

Draw a circle and divide it into two equal parts. Shade one part to show 1/2.

Quarter (1/4)

When a whole object is divided into four equal parts, each part is called a quarter. We write a quarter as 1/4.

Example: If you cut a cake into four equal parts, each part is 1/4 of the cake.

Draw a square and divide it into four equal parts. Shade one part to show 1/4.

Colouring Parts of a Whole

To colour a fraction like 1/2 or 1/4, count the total equal parts and then shade the number of parts shown by the top number (numerator).

For 1/2, shade one out of two equal parts.
For 1/4, shade one out of four equal parts.

Examples of things that can be shaded into 1/2 and 1/4

Pizza slices
Chocolate bars
Sandwiches
Fruits (like oranges, apples)
Paper shapes (circles, squares, rectangles)

Reasons for sharing things into 1/2 and 1/4

To share fairly among friends or family.
To make sure everyone gets an equal portion.
To divide tasks or resources equally.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and shows them a whole orange. The teacher asks what the object is and if they can share it equally among themselves.
Pupils’ Activity: Pupils greet the teacher, identify the orange, and respond to the question about sharing.
Learning Point: Pupils are introduced to the concept of a whole object and sharing.

Step 2: Introduction to Fraction as Part of a Whole

Time: 7 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains that when we divide a whole object into equal parts, each part is called a fraction. The teacher cuts the orange into two equal parts and shows it to the pupils.
Pupils’ Activity: Pupils observe the teacher dividing the orange and listen to the explanation.
Learning Point: Pupils understand that a fraction is a part of a whole.

Step 3: Identification of Half (1/2)

Time: 8 minutes
Teaching Skill: Demonstration/Questioning
Teacher’s Activity: The teacher shows the two equal parts of the orange and explains that each part is one-half (1/2). The teacher writes “1/2” on the board and shows a chart displaying 1/2. The teacher asks pupils to identify 1/2 from other shapes on a chart.
Pupils’ Activity: Pupils identify 1/2, repeat the term, and observe the chart.
Learning Point: Pupils can identify and understand the representation of 1/2.

Step 4: Identification of Quarter (1/4)

Time: 8 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher takes another whole object (e.g., a piece of cardboard) and divides it into four equal parts. The teacher explains that each part is one-quarter (1/4). The teacher writes “1/4” on the board and shows a chart displaying 1/4.
Pupils’ Activity: Pupils observe the division, listen to the explanation, and practice saying “one-quarter.”
Learning Point: Pupils understand and identify 1/4 of a whole.

Step 5: Colouring Parts of a Whole

Time: 7 minutes
Teaching Skill: Practical Application/Guidance
Teacher’s Activity: The teacher distributes worksheets with shapes divided into halves and quarters. The teacher instructs pupils to colour 1/2 of some shapes and 1/4 of others. The teacher walks around to guide and assist.
Pupils’ Activity: Pupils colour the specified parts of the shapes in their workbooks using crayons.
Learning Point: Pupils practice colouring fractions correctly.

Step 6: Discussion on Examples and Reasons for Sharing

Time: 5 minutes
Teaching Skill: Discussion/Engagement
Teacher’s Activity: The teacher asks pupils to give examples of other things that can be divided into halves or quarters. The teacher also asks why it is important to share things equally.
Pupils’ Activity: Pupils give examples and suggest reasons for sharing.
Learning Point: Pupils relate fractions to real-life situations and appreciate equal sharing.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What is a fraction?
If you divide an orange into two equal parts, what is each part called?
How do you write one-quarter as a fraction?
Draw a square and shade one-half of it.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the lesson by reiterating that fractions are parts of a whole and that 1/2 means one out of two equal parts, while 1/4 means one out of four equal parts. The teacher gives pupils homework to draw and shade fractions.
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: The lesson is reinforced, and pupils are given an opportunity for practice.

Home Task: Solve two new exercises on Fraction. Show each step and check each answer.

Lesson Keywords

Fraction – A part of a whole.
Half (1/2) – One of two equal parts of a whole.
Quarter (1/4) – One of four equal parts of a whole.
Whole – An entire object or amount.
Equal parts – Parts that are exactly the same in size or amount.

Differentiation

For pupils who grasp the concept quickly, the teacher can challenge them to divide objects into more parts (e.g., 1/3) or identify fractions from everyday objects. For pupils who need more support, the teacher will provide additional hands-on practice with real objects and individual guidance during colouring activities.

Note for teachers using this lesson plan

Ensure to use clear, simple language and plenty of visual aids and real objects to demonstrate fractions. Encourage pupils to actively participate in cutting, sharing, and colouring to make the learning concrete and engaging. Emphasize that parts must be equal for them to be fractions.